(Handout 1)8 Strategies for Post Reading

1. QAR

QAR, or "Question Answer Relationship",

was developed by Taffy Raphael (1988) to

help students understand the relationship

between different types of questions and

their (the students) use of the text to find

the answers. This is because answers can

be either explicit, implicit (implied), or not

found in the text - depending upon the

nature of the question.

The four basic question-answer

relationships are:

1. Right There - The answer is found in a

single sentence or phrase.

2. Think and Search - The answer is

found in several sentences or phrases

which are scattered throughout the

text.

3. Author and You - The answer comes

from connecting the overall

information provided by the author

with the reader's prior knowledge.

4. On My Own - The answer can be

found only by using the reader's prior

knowledge; no text is necessary.

QAR Guidelines and Sample Handout

Questions-Answer Relationship

Question-Answer Relationships

2. RAFT

A RAFT helps students process a reading

by asking them to communicate

information from a chosen point of view to

an appropriate audience using the most

effective product for their purpose. That

was mouthful! It’s difficult to explain but

once understood or seen in action it

becomes a versatile and helpful way of

ensuring all students understand and

participate in the deconstructing of a text.

The RAFT acronym stands for:

1. Role - the person or object to

represented

2. Audience - a person or object

addressed

3. Format - the type of communication for

the chosen audience (spoken, written,

video)

4. Topic - the point of view and content

communicated (Hint: it should answer

all the journalistic questions as

appropriate - who, what, where,

when, why, and how)

Sample RAFT Ideas and Example

RAFT: Role, Audience, Format, Topic

A Sample for writing

3. I Charts and Venn diagrams

The Inquiry Chart (I-Chart) is a strategy

that enables students to generate

meaningful questions about a topic and

organize their thoughts and writing.

Students integrate prior knowledge or

thoughts about the topic with additional

information found from the reading

Week 4 Methods - Melissa

(Handout 1)8 Strategies for Post Reading

source(s). This instructional strategy

fosters critical thinking and strengthens

reading skills. I-Charts can be used with

the entire class, small groups, or individual

work. Here is an example: See a sample

completed I-Chart.*

A Venn Diagram is a graphic organizer

which allows students to compare

concepts, ideas, people, events, and

places by examining their similarities

and differences. When used as a Post-

Reading primary source strategy, students

evaluate their findings in light of their

investigative question.

Further Information and Venn Charts

http://allaboutvenndiagrams (includes

instructions and samples and

templates)

4. History & News Frames

History and News Frames help students

appreciate that history is simply stories we

remember. They learn this by reading a

primary source as if it were literature or a

newspaper article. Students deepen

understanding by creating story maps

which analyze character, setting, plot, and

themes or by answering the journalistic

questions (Who? What? Where? When?

Why? and How?, or the 5 Ws)

Further Information and History Frames Samples

http://curry.edschool.virginia.edu/go/

readquest/strat/storymaps.html

5. Compose the test

Preparing an actual test is a valuable tool

in helping students decide the main

purpose and the most relevant information

given in an assignment.

Have each student write 1-2 test

questions.  Compile these and actually

create the test from students' questions.

Divide students into small groups and ask

them to make a short test with 4 or 5

questions.  These tests are distributed

around the class until each group has

another groups' test to answer. They are

handed back to the group who originated

the test to be corrected. Have the

students compile a class test that you will

use for future classes.  They can complete

the questions individually or in groups. 

The test they create can be a valuable tool

in reviewing for the actual test. Guide them

by giving several different examples of

kinds of questions.

6. Three-Point Review

A three-point review is recommended as a

post reading review strategy.  Students are

placed in groups of three.  Two students

are given a checklist of the words or

phrases that represent major ideas and

information in the chapter or section being

studied.  The third student reviews the

chapter and tells the other two students in

his group everything he or she remembers

about chapter.  (The third student does not

have a checklist of the key words or

phrases).

As student 3 recalls information,

students 1 and 2 check it off on their

sheets.  When student 3 can no longer

recall information, students 1 and 2

Week 4 Methods - Melissa

(Handout 1)8 Strategies for Post Reading

ask questions based on the ideas not

checked off their lists.  As student 3

answers these correctly, an X is placed

next to the word or phrase.  The review

is finished when all words on the

checklist are marked or when student 3

can no longer answer questions and

begs for freedom.

Student 3 is given a copy of the

checklist and knows what information

he is lacking and what information he

needs to review. Rotate student

numbers with each section or chapter

studied.  This allows all students the

opportunity of either asking or

answering questions. This activity

would take prep from the teacher, and

require at least half a class to do – but

is an effective (And surprisingly fun)

way of engaging all students in post-

reading activities.

Other variations: 

Have one student ask the question, a

second student locate the answer, a

third student write the answer

7. Add-on Information

This strategy is not only useful as a

review, but greatly improves listening

skills. The entire class adds to existing

information in this exercise.  Student 1

recalls a piece of information.  Student

2 repeats that information and adds

another piece of information.  Student

3 repeats what was given by 1 and 2

and adds a third piece of information. 

This continues until all class members

have had an opportunity to contribute

or beg for mercy.

8. How to Infer

Younger students sometimes have

difficulty with critical thinking and

making inferences. As we will see

tomorrow, there are many different

ways of drawing conclusions based on

a reading. One fun way of helping

students create internal text that

comes from the external text is to ask

them to bring their favourite comic

strip to class and explain to classmates

why it is funny. Have a class discussion

which highlights the inference that we

have to use in order to ‘get’ a joke. As

illustration you can show funny

bumper stickers in English.

See also: 103 things to do before/during/after reading and More Reading Strategies

Week 4 Methods - Melissa